Diane Lenning on Education
Diane A. Lenning Ed.M.
May 11, 2006
There are many issues facing the next superintendent. A very important one is the goal of all our students to receive a good education, to stay in school, and to graduate from high school. We need to reduce the drop-out rate, improve education, and increase the high school graduation rate, preparing our students for higher education and the work force. All students deserve the opportunity to obtain the skills necessary to pursue their own American Dream.
One of the many ways we can work on these goals is to revisit the class-size reduction program initiated several years ago in the primary grades, bringing class-size reduction to the upper primary grades (4,5,6). The difficulty with class-size reduction is the cost effect. Class-size reduction plans often require building new schools and hiring thousands of new teachers if enacted statewide. However, if a district is in declining enrollment, increased costs would be directed at hiring many more new teachers, and not accrue much financial burden for building construction. Districts in declining enrollment are ?ripe? for Class-size reduction plans, keeping teachers in their jobs.
Individual districts can choose to bargain for class-size reduction independently of a state directive. I would encourage districts to work toward that goal within their own budget analysis, even if it is a half or single reduction in the student-teacher ratio each year until reaching the class-size reduction goal. A suggested goal may be approximately 24 students in each class in grades 4, 5, 6. (Currently it is around 20 in primary grades.) Later, class-size reduction could progress through the grades according to assessments and input of stakeholders.
I plan to visit or have communication with as many of the local school districts to help enact adjustments in regards to collaboration with the schools, parents, and community. We need to encourage support from parents and community members to assist in areas that may not be met due to possible budget and staffing shortfalls.
My plan would include statewide mandatory tutoring instituted for all 10th grade students earning a 'D' or 'F' in Math or English. I would choose Math and English first because these are the core academics tested on the CAHSEE (exit exam). Each high school needs a tutoring plan available for students who want assistance and for those who fail the CAHSEE the first time as well.
In districts that experience large numbers of failing students, schools can provide intervention programs that, for example, may choose to hold a class back a year in order to meet grade level standards, i.e. 3rd and 8th grade, rather than holding various students back every grade level. This can be facilitated through summer-school or during the school year at a designated site in the district.
Diane Lenning currently teaches high school English and world history in Orange County, California. Through her teaching experiences, including working with at-risk students, she has gained much insight into the cultural underpinnings of our contemporary American culture.
One of the many ways we can work on these goals is to revisit the class-size reduction program initiated several years ago in the primary grades, bringing class-size reduction to the upper primary grades (4,5,6). The difficulty with class-size reduction is the cost effect. Class-size reduction plans often require building new schools and hiring thousands of new teachers if enacted statewide. However, if a district is in declining enrollment, increased costs would be directed at hiring many more new teachers, and not accrue much financial burden for building construction. Districts in declining enrollment are ?ripe? for Class-size reduction plans, keeping teachers in their jobs.
Individual districts can choose to bargain for class-size reduction independently of a state directive. I would encourage districts to work toward that goal within their own budget analysis, even if it is a half or single reduction in the student-teacher ratio each year until reaching the class-size reduction goal. A suggested goal may be approximately 24 students in each class in grades 4, 5, 6. (Currently it is around 20 in primary grades.) Later, class-size reduction could progress through the grades according to assessments and input of stakeholders.
I plan to visit or have communication with as many of the local school districts to help enact adjustments in regards to collaboration with the schools, parents, and community. We need to encourage support from parents and community members to assist in areas that may not be met due to possible budget and staffing shortfalls.
My plan would include statewide mandatory tutoring instituted for all 10th grade students earning a 'D' or 'F' in Math or English. I would choose Math and English first because these are the core academics tested on the CAHSEE (exit exam). Each high school needs a tutoring plan available for students who want assistance and for those who fail the CAHSEE the first time as well.
In districts that experience large numbers of failing students, schools can provide intervention programs that, for example, may choose to hold a class back a year in order to meet grade level standards, i.e. 3rd and 8th grade, rather than holding various students back every grade level. This can be facilitated through summer-school or during the school year at a designated site in the district.
Diane Lenning currently teaches high school English and world history in Orange County, California. Through her teaching experiences, including working with at-risk students, she has gained much insight into the cultural underpinnings of our contemporary American culture.
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