American education has a faith problem. No, I'm not talking about the debates about religion and to what extent it influences schools. I'm talking about the blind, unquestioning faith we have to the God of educational purpose: College.
Throughout my life, growing up in the 8th ward of Washington, D.C., a lot of events could have broken me--coping with drug use in my home and losing my mother, who was my strongest supporter, at the age of 14.
Our communities depend on the quality of educational opportunities to thrive. Yet far too many students in our country never make it to college or arrive on college campuses ill-prepared for the academic rigors of post-secondary course work.
The adoption of college and career ready standards now invite the questions: How do teachers, students, and families know students are meeting these higher standards? What expectations have been communicated to teachers about what students should be able to do with what they have learned?
We are days away from the New Tech Network (NTN) Annual Conference (NTAC) ─ six days of learning, professional development and collaboration among educators from more than half of the US states and Australia and China.
As members of very different "camps" on school reform, we think there is more common ground than has yet been evident in the political process surrounding the Elementary and Secondary Education Act and its later iteration, No Child Left Behind.
Koch-backed organizations and foundations are at the forefront of the anti-Common Core campaign, which is not surprising. What is surprising is that Koch money is going to the other side in the Common Core war as well.
It isn't every day I head to the White House and share ideas with the President and First Lady, but on Thursday I'm attending the White House Summit on College Opportunity, discussing ways to strengthen the college-to-career pipeline for low-income students.
Back in 2006, I was present at the first meeting of state organizations and educators to discuss the possibility of states developing a common set of education standards that were more rigorous than what states were currently using.
They can learn some of the workplace social and negotiating skills from these encounters which are relatively low-risk. But they can also learn explicitly by asking questions and for guidance. Just learning how to ask questions is a workplace skill.
People think of education as something the young engage in, but education is right at any age. Changes in the workplace have meant that the skills once adequate from a high school degree are no longer the skills that will allow for advancement today.
What is interesting is that managing all the aspects of your college career are like a job. They are training for all the things you will be expected to do in your personal and professional life later. You can feel good about yourself and your skills when you get it right.
By continuing to make schools a citywide priority -- and by tying them to the future of this City -- Bloomberg inspired everyone from private citizens to small business owners to Fortune 500 CEO's to realize that they can and must do something to help.
Employers are not happy with their new hires among young people. The issues range from the inability to communicate well, manage multiple priorities and problem-solve to being self-serving and seeking salaries above what they are worth.