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Education
Social
Problems Georgia's
Economy Governance-
How We Are Governed
"Georgia Education Communication Network" (GECN)
Technology is the better way. I intend to establish a vast
network of "studios/conference centers" around the state for fully
interactive, closed circuit, video conferencing. They will be
multi-purpose facilities used by Georgia's K-12 public education
system, post-secondary institutions and state government agencies,
too.
- "The Island Syndrome". Following is an
account of what sparked the idea. In the Governor's Community
Meeting on Education I attended in January 2005 and the follow-up
email report from Superintendent Cox, it is obvious that many of
the problems confronting school systems throughout Georgia are not
unique. All are searching for answers. I got the impression they
are left to their own devises to discover solutions, despite the
fact someone around the state had already solved it. Simply put,
the others were just unaware. It seemed to me, they just weren't
talking to each other. They weren't. One educator remarked that he
felt like an "island" in the sea of educational problems. I agree.
This communication system will solve any sense of isolation.
Here's an illustration of the process.
The state
superintendent becomes aware of a problem experienced by many
middle schools. An announcement of a planned conference is
distributed to all school systems. Attendance is not mandatory.
Those experiencing the same problem attend the video-conference at
the nearest satellite. The state superintendent kicks off the
meeting with a definition of the problem and introduces a
principal, or principals that have discovered workable solutions.
They present their solutions and open it up for discussion.
Principals are sharing their ideas with their peers. The state
superintendent serves as the moderator. A solution, or solutions
are agreed upon. A report is crafted, filed by subject for future
reference with new principals and disseminated throughout the
state. Problem solved. No more islands. No more isolation. Peers
worked together to solve their own problems. Morale improves.
Costs are minimized. Win-win. The process is clean, efficient,
personal and cost-efficient. Moreover, it speeds the process of
improving education in Georgia.
- Staff Development. The GECN provides a great
means of conducting staff development in every education
specialty, including leadership. It is also a means of conducting
"certificated" formal classes that are totally interactive-
extensions of classrooms, per se.
- Reduction of the Cost of Statewide Meetings.
Statewide educator conferences are expensive. Meaningfulness is
questionable. I've attended many conferences, conventions,
seminars, etc. I can remember few that had lasting impact. I
always got "fired-up" during them and departed with good
intentions. However, upon return to my "in-box", stacks of papers
to review or sign, a long list of calls to make and a number of
people wanting some one-on-one time, within hours the conference
was forgotten and it was back to "business as usual". After many
conversations with several educators, the truth revealed itself.
The feelings were mutual. Everyone appreciates a few days away
from the grind. But, that too is soon forgotten.
Education
is a business. It's a big business. Businesses find better ways to
accomplish more with fewer resources, in less time and at less
cost. It's called the entrepreneurial mindset. It is the opposite
of the bureaucratic approach. I intend to infuse massive doses of
the entrepreneurial mindset in Georgia's public education system.
Safe Schools Act
- Safety and Security. In today's society,
safety in schools is absolutely imperative. That was the intent of
this act. Because there has not been a serious incident in
Georgia's schools, it appears to have been effective. However, the
measurement of its success is only the next incident away.
Therefore, I will find the resources to provide $15,000 per year
per school (2,150 schools) for assignment of a full-time sheriff's
deputy during the school year to each and every public school in
Georgia. It will cost ($32 million dollars), but this is an
investment that is long overdue. Not only will our schools have an
authoritative symbol of law and order with full arresting powers,
it is an effort to snuff out gangs and drugs in their recruiting
and embryonic stages. This initiative will not be mandated, just
available. School systems and communities that want to take
advantage, will do so. They will provide the additional costs.
Additionally, my "Crime
Busters" initiative will complement this effort in communities
throughout Georgia.
- Discipline in Schools. Although
well-intentioned, the Safe Schools Act has created a
"management/leadership" problem that must be solved. Schools seem
to be down-playing, if not disregarding, many discipline reports
from teachers. Why? Accountability provisions. (Too many incidents
and the school is declared "unsafe". Parents have the option to
send their children to another school.) This must stop. When we
say we "support" classroom teachers, our actions should reflect
the claim. Concealing their problems is one of those specific
issues that evidences lack of support, even disrespect. Again,
this is a leadership issue. Nonetheless, it is a real problem. It
cannot simply be taken lightly. A mechanism is needed. I think
establishing a "hot line" in the State Superintendent's office may
be a practical solution. Any teacher that reports an incident to
their principal that is given the "soft touch" to avoid reporting,
can report the incident to the "hot line" anonymously. Once
confirmed, a letter will be written to the system superintendent
and board of education. Too many "hot line" reports on a specific
school or within the same system will result in a formal
investigation.
ESOL
Let me be clear about this one point. I believe that English is
the only language that should be taught in Georgia's schools, except
for foreign language requirements in the College Preparatory Program
in our high schools. However, that does not mitigate the need to
teach English to new students that do not possess
grade level command of the English language. Nor, does it mitigate
the need for English to be taught to non-English speaking parents.
Nor, does it mitigate the need to educate
non-English speaking illiterate parents. All are component parts of
my "Community School" concept. But, in the communities where the
problem is less pronounced, meeting the needs of the students will
be the focus of our effort. One such program is "Project Georgia" in
Dalton City Schools founded by former US Congressman Erwin Mitchell.
It is a model program worth investigating for statewide
implementation. There may be other programs. They will be
scrutinized, too. The best and most cost-efficient model will become
part of our new models for schools.
School Year/Allocation of Time
Okay, we tried it. Semesters in Georgia's K-12 schools begin in
early August to enable finals to be taken before the Christmas
break. What other benefit is there? Let's face it. The changes have
created havoc with working parents and with the economy. Is the
"gain" worth the "pain", or the additional costs. It's time to
seriously consider returning to the old cycle- Labor Day to
post-Memorial Day. And, part of the conversation needs to address
every issue regarding length of day, number of days in the year,
hours in school day, remediating, etc.
The HOPE Scholarship
This is a real big deal to me. When Governor Miller conceived of
the vision and made it happen, I thought it was one of the most
insightful initiatives to have ever evolved from government. I still
do. Unfortunately, I don't think the vision he had is what HOPE has
evolved into. Too much money is wasted on remedial classes because
too many high school graduates are not prepared for the rigors of
college level studies. As a result, too many kids quit and drop-out
of college, which is a 100% waste of HOPE dollars. The pre-k program
has benefits, but it has not impacted the drop-out problem as he
must have envisioned. Pre-k consumes nearly half of the Lotto
proceeds that go to education. Change is needed. Here are my
ideas.
- Repeal '04 and '05 Reductions. The limits
placed on "hours" paid by HOPE in the '05 legislative session, and
provisions for cutting back book and "fee" allowances in the '04
legislative session, should be repealed.
- The HOPE Scholarship Should be Expanded.
- Under-graduate studies. Recipients of the
HOPE should be able to achieve their post-secondary degrees and
certificates without financial concerns. If funds gained by
changes in remedial classes and pre-k are as significant as I
anticipate, the HOPE should be able to expand in scope of
"covered" costs. Perhaps a means test should be established for
expanded coverage. The point is, no hard-working young person
that has made the commitment, has the ability and met the
criteria for the HOPE should be deprived of the opportunity to
complete their college degree because of insufficient funds.
- Post-graduate degree programs: "HOPE-PLUS".
One of the age-old problems facing Georgia has been the shortage
of qualified medical practitioners and teachers in our rural and
remote areas. Similarly, one of the age-old problems for hard
working students with demonstrated ability and performance is
financing post-graduate studies. There is a fit. I will
establish a list of post-graduate programs that will be fully
funded with HOPE dollars through completion. Participating
students will receive their education in exchange for a
commitment to work for the state in locations of most need.
Students will commit one year of work in exchange for each year
of post-graduate work funded. Anyone that does not complete
their degreed program must reimburse the state all money that
was spent on their behalf in the post-graduate program.
- Remedial Classes. HOPE dollars should not be
spent remediating high school graduates that are not properly
prepared for college level study. If the problem is "them", they
shouldn't be there in the first place. If the problem is with the
high school that inflated the student's grades and thus conferred
a fraudulent diploma, the high school must be made accountable. In
the short-term, accountability will be that of the parents.
Presently, parents aren't too upset when this scenario unfolds,
because it doesn't cost bucks out of their own pockets. When they
have to pay for remedial classes despite Johnny having met the
"B", or 3.2 GPA criteria, but must take remedial classes before
being permitted to take credited courses, mom and dad are going to
be upset. And, they should be. To them I say this, our solution is
going to take some time. You are the short-term solution. Go to
your local board, the superintendent and the principal of your
high school and raise the roof. When parents do, grade inflation
will disappear. Academic expectations will improve. Your younger
children and children of your neighbors will receive a better QBE
(Quality Basic Education)!
- High School Diplomas and Endorsements. There
is another problem. Presently, there are three acknowledgments
awarded upon completion of high school. Students who complete
curriculum requirements, but fail the high school graduation test
are awarded a certificate of completion. Students who have a
passing GPA and pass the graduation tests are awarded a diploma.
There are two diplomas: the college preparatory and the "regular"
diploma with an endorsement for any vocational program completed.
I will promote the following changes as part of the new model:
- Students that complete the college preparatory program
should be required to take the SAT or ACT. (Paid by HOPE funds
for those that pass a "means" test.)
- Students that do not take the college preparatory program
should not be required, and even discouraged, if not prohibited
from taking the SAT or ACT.
- Only those students that complete the college preparatory
program and meet the criteria for the HOPE will be eligible for
the HOPE in a 4-year degreed program.
- For students who pursue the "regular" course of study for a
vocational endorsement, the HOPE will have limitations. They may
attend a 2-year certificated program in one of our regional
colleges or attend a vocational program in one of the
institutions of DTAE. Of course, any student that successfully
completes a certificated course of general studies in one of our
2-year programs and maintains good standing for the HOPE, will
be able to continue their education on the HOPE in one of our
4-year programs and so on.
- The benefits are many. Waste of HOPE funds will be
minimized. College level drop-outs will decline. Deserving
students have greater opportunity. SATs and ACTs will improve.
Students will be better prepared to succeed. Students will be
properly channeled into programs more appropriately suited to
their preparation. There will be more visibility and incentive
to properly "channel" students in the middle schools.
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